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“ it is up to each and every one of us to raise our voice against crimes that deprive countless victims of their liberty, dignity and human rights. We have to work together to realize the equal rights promised to all. And we must collectively give meaning to the words no one shall be held in slavery or servitude.” - Ban Ki-Moon (8th United Nations Secretary-General) welcome
The Abolition Movement is a worldwide collection of voices raised in unison intent on breaking bonds and speaking out against injustice until child trafficking and exploitation is eradicated.
On behalf of Love146, our staff and the children we serve—thank you.
We at Love146 view these Task Forces as rallying points; they are meant to gather individual abolitionists together so they can exchange ideas, combine their efforts and achieve real and measurable change. We believe these Task Forces are the Inside this module true power behind our organization as we seek to collaborate with the larger, 5 worldwide grassroots abolitionist movement. - Welcome Over the coming weeks and months, you’ll get a chance to get to know the - The Purpose of the Curriculum people in your Task Force, what you each bring to the movement as unique - What a Task Force Looks Like individuals and how powerful and effective your group can be in the fight to end - The Curriculum: An Overview trafficking. Get ready—incredible things happen when people come together, - Getting Started demand change and work toward that change. - Between Now and Then
1 The Purpose of the curriculum
The Love146 Task Force Abolitionist Curriculum was designed to educate, equip and empower Task Forces in four ways: organize. As you work your way through this curriculum we’ll share ideas to help you organize your group effectively, delegate tasks and keep your whole team engaged. learn. You’ll read articles, listen to stories and watch videos that expose you to ideas and concepts. discuss. The curriculum is meant to be completed by a group so that the members of your Task Force can challenge each other and spark discussion. What do you think of what you learned? How did it affect you? Were you surprised? What “We could eradicate can you add to the information? slavery. The laws are in act. place. The multi-nationals, The ultimate goal of the curriculum is action. What can your Task Force do with the information you have learned and discussed? Begin considering the the world trade ideas below; your Task Force may choose one area to focus on or touch on all organizations, the united of these areas over time: nations, they could end Events. Raise community awareness and funds for the work of Love146. Advocacy. Challenge existing policies, systems and structures to protect slavery. But they’re not the vulnerable. Community Empowerment. Within your communities, develop strong going to unless we local relationships with existing businesses and community members vthat demand it.” are doing effective work to protect and empower children.
You’ll notice that throughout this curriculum we’ve included links and kevin bales references to a number of other organizations. One of our key beliefs at Love146 is that we will only succeed in eradicating slavery if we work founder, free the slaves alongside the many other organizations that share the vision of abolition. Together, we’re a much louder voice; take the time to explore these other organizations and see how they fit into this greater movement.
what a task force looks like
Task Force Core Team You’re free to structure your Task Force in the way that suits your group best. Our experience would suggest that a core group or leadership team is the most effective means to operate a Task Force. See the Starter Kit available on the Task Force website for more suggestions, or contact a Love146 Task Force admin for more one-on-one coaching on the best way to build your team.
2 Choose a Facilitator This curriculum requires a “Facilitator.” The Facilitator is a member who is willing to organize and guide the Task Force’s journey through the Abolitionist Curriculum. It doesn’t mean they’re necessarily the most well-informed person, it simply means they’re up for keeping things moving and on track.
The Facilitator assigns members of the group to read sections aloud, encourages Note to you, new Facilitator: everyone to participate, keeps an eye on how long the group is spending on each As you lead the group through the step and makes sure everyone is headed in the right direction. modules, you’ll notice these blue stars. These messages will give you additional instructions and Take some time now to pick a Facilitator for your Task Force. You can always suggestions. switch up the positions as needed, so don’t spend too much time figuring this out.
Activities Throughout each Module there are activities for the group to participate in. Each of these activities is important for learning, problem solving and generating new ideas. Given time constraints, or due to the makeup of the group, we understand that your group may not participate in every single activity. In some cases, an activity will not resonate with your Task Force. We always make sure to tell you why we have included each activity, so you can feel free to skip or adjust them for the benefit of your group.
Meetings The six modules within this curriculum were designed to teach you and your Task Force about specific aspects of exploitation and trafficking. There are a couple of options for implementing this curriculum:
1. Work through the curriculum exclusively before taking on events or community action. For more education-oriented groups, completing the curriculum first will help people achieve a deeper understanding of the issue and engage with the material.
2. Spend a portion of your Task Force meeting working through the curriculum (you can break the modules into smaller pieces to suit your time Web Break frame), and spend the other portion planning events and community action. For more action-oriented groups, combining learning and action will help In each of the modules we will people stay engaged. direct you to outside media (videos, articles, etc.) that are integral to the We also encourage you to take time outside of the meetings to get to know each learning process. The materials are other socially. The stronger the bonds of friendship within your Task Force, the organized for you step by step for each module. more effective your group will be. So whenever you see this icon, take a Web Break! Looking at the provided materials will help fill out The curriculum: An overview the curriculum experience.
1. Introduction Find all Web Break materials at: www.love146.org/action/ You’re doing it, right now. This module is meant to give you an idea of what you’ve curriculum signed up for, the people around you and the road ahead.
3 2. the Love146 dna What is Love146? What does the name mean? What does Love146 do? Furthermore, how can Love146 Task Forces appropriately communicate the vision and mission of Love146? This module will help you understand the passion and Expanded Resources philosophies behind Love146 and hopefully inspire you to integrate them into your own abolition work. Along with each module is a set of resources designed to help you dive deeper into the topic at hand. 3. Trafficking and Exploitation Globally Use these optional, supplementary The massive scope and intricate complexities of modern-day slavery can be tools as you see fit— whether as a intimidating. This module breaks down the current state of global trafficking and group or as individuals. exploitation so that it’s easier to understand and digest. All Expanded Resources can be 4. Trafficking and Exploitation Locally found at: www.love146.org/action/ Trafficking and exploitation is a global problem, but it’s also a local one. We’ll help curriculum you identify possible human trafficking in your community, offer prudent ways of addressing the issue and encourage you to take action. 5. the Abolition Movement, then & Now This module will teach you about the history of the abolition movement, which groups have done what and what actions have worked well. You’ll be introduced to some modern-day abolitionists and learn what they’re doing in today’s fight. By gleaning lessons from previous abolitionists, we can take informed steps in the here and now.
Between Now & Then 6. Next Steps This module includes brainstorming exercises designed to get your Task Force These are basically easy homework thinking creatively. We want to help you create events that lead to abolition and assignments. We want you thinking express the unique character of your group. We also want to get you thinking about abolition even when you’re about what your Task Force could do in your own community to protect the not at your Task Force meetings. vulnerable and contribute to the care of survivors.
Sometimes the assignment will be to read an article. Sometimes it will just be some “assigned thinking.” Activity 1: the profile of an exploited child
By coming to your Task Force Time: 20 Minutes. 10 minutes to watch the video, and 10 minutes to share one or meetings prepared, your group can cover more ground, more two of the stories. quickly. Also, if inspired, you can bring specific ideas to share what The goal of this exercise is to help your group understand the concept of a child you’ve been chewing on since the trapped in exploitation. last meeting. Web Break Stories from the Field (7:10)
In the video, Love146 President and Co-Founder Rob Morris recounts stories of specific survivors of trafficking. As abolitionists we want to strive to achieve true empathy. Only as empathetic individuals can we start to grasp the big picture of modern-day exploitation and trafficking.
4 If you don’t have access to a computer or the internet, read the following stories:
Robin Robin grew up in a street community where prostitution was common. Robin’s mother sold her to men for family income. Robin said girls were considered ready for penetration at age 6. She saw other girls be put to sleep with a handkerchief of chloroform to be “broken in.” Their rapes would be videotaped.
At age 7, Robin had contracted an STD. Her mother continued pimping her, earning the equivalent of $50 per customer.
She was picked up by authorities and placed in a facility for drug addicted youth. It was months before they realized she’d been trafficked for sex.
Caleb these stories are of Caleb didn’t have parents. When he was 16, his older brother went to work in survivors we at love146 another city. From then on, Caleb lived on the streets of the red light district with other boys. have met. all the children in these stories are no For Caleb and his friends, the only means of making money for food and shelter was to give in to the demands of foreigners vacationing in his country. longer enslaved.
But when Caleb couldn’t make enough money to rent a room for the night, he would have nowhere to go after the bars closed. The streets— a haven of drug abuse, alcoholism and violence— was often his only option until the next morning.
Emily From a family environment of abuse, neglect and financial strain, Emily started working at a strip club when she was 15 years old. Emily was proud that she no longer had to burden her family, and that she could get her hair done. The strip club provided fake IDs for underage dancers. She felt it was a privilege to work there as a teen among grown women.
One man, a prominent judge, would come in and pay Emily extra to have sex with him and his wife. It wasn’t until she was 17 that someone told Emily that what she had been through was not her fault...that she had been exploited...that there were people who wanted to care for her.
Discuss with your group how you felt as you listened to the stories:
What were your first reactions?
What story impacted you the most?
How do the stories match or clash with your preconceptions of slavery?
5 Activity 2: get to know your fellow abolitionists
Time: 20 Minutes. Spend ten minutes thinking about your answers to the following questions, then ten minutes sharing your answers with the group.
Understanding your fellow Task Force members’ back stories will help you see Spend the rest of the meeting helping the people in your Task the similarities and differences in your group, and give you an idea of what is Force get to know each other. If motivating the individuals in your group. This can be helpful for your Task Force in your group is made up of people successfully functioning as a team. who’ve known each other for a while, you may want to skip this How did you first hear about Love146? step. But, some of these questions may lead to new discussions and Why did you join a Love146 Task Force? help remind the team why everyone is here. What do you hope to see this Task Force accomplish?
Between Now & Then
1. Go through the Learn section of the Love146 website Click “Learn” at the top of www.love146.org and read through the slides. Make notes about what stands out to you, how it made you feel, and what it inspires you to do. Be ready to share your reactions at your next Task Force meeting! www.love146.org/learn
2. Join the Love146 ACTION community Make an account for yourself and register your Task Force on the Love146 Action website if you haven’t done so already. By signing up for a username, you’ll have access to insider news from Love146, action opportunities, and resources. Go to www.love146.org/action and sign up/log in.
3. Set up your task force facebook group When you register your Task Force on the Love146 Action website, we’ll automatically create a Facebook Group for your Task Force. We’ve found that this can be a handy tool for groups as they organize meetings, events, and share what they’re learning with each other. If you prefer, look into other organization methods, such as creating an e-list or MeetUp.com profile for your Task Force.
the admins - We’re here for you!
Jo matthew elaine kylie If you have any questions as you’re working through the curriculum and getting started as a Task Force, please don’t hesitate to contact us! We can be reached via email at [email protected].
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“ of what benefit is learning if it does not lead to love?” - Anonymous introduction
At the end of the first Module, your homework assignment was to go through the ‘Learn’ section on the Love146 website and come prepared to share thoughts and feelings about what was learned. Now’s the time to go ahead and share!
Check to see if people have signed into the Task Force website, and if not, encourage them to do so. If members are having problems and need help they can contact the Task Force Team at the Love146 office ([email protected]).
This Module is meant to teach (or remind) Task Force members about Love146’s mission, vision, philosophy and communication strategies. Inside this module At this meeting, your Task Force is going to learn and talk through Love146’s 5 Vision and Mission Statements, the story behind our name, and some answers to Love146’s most frequently asked questions. In addition, we’ll explain the “how” - Introduction and “why” behind our communication strategy. - The Love146 DNA - Our Communication Philosophy When it comes down to it, Task Forces are often the face of Love146. You’re - Between Now and Then
9 the ones who go out and tell the stories to let people know about Love146 and its place in the abolition movement. You do it with your own brand of creativity, your own perspective and your own talents— it’s a beautiful thing. But we want to make sure the core ideas of Love146 are presented consistently around the world. Hence, we’ve centered a meeting on learning the Love146 DNA and some communication training.
The goals for this module are: 1. Know and understand Love146’s key talking points (including Vision and Mission Statements, how we got our name and other frequently asked questions).
2. Understand how and why Love146 communicates the way it does.
the love146 dna
This step involves some memorization— don’t worry if you can’t remember everything perfectly at the meeting! Over time, you’ll hear this language often enough that it will, naturally, become familiar.
The following are the key strands in the Love146 DNA. As an organization, we consistently remind ourselves of these ideas as we make decisions and envision what’s next.
Read each main point aloud and discuss. What do you think it means? How does “justice at its best is love it affect you? correcting everything vision statement that stands against love.” The abolition of child trafficking and exploitation. Nothing less.
martin luther king, jr. Mission Statement Abolition and Restoration! We combat child trafficking & exploitation with the unexpected and restore survivors with excellence.
How Did Love146 Get Its Name? In 2002, the co-founders of Love146 traveled to Southeast Asia on an exploratory trip to determine how they could serve in the fight against child sex trafficking. In one experience, a couple of our co-founders were taken undercover with investigators to a brothel where they witnessed children being sold for sex. This is the story that sparked our abolition movement.
Here’s the story as told by Rob Morris, President and Co-founder of Love146:
“We found ourselves standing shoulder to shoulder with predators in a small room, looking at little girls through a pane of glass. All of the girls wore red dresses with a number pinned to their dress for identification.
10 They sat, blankly watching cartoons on TV. They were vacant, shells of what a child should be. There was no light in their eyes, no life left. Their light had been taken from them. These children… raped each night… seven, ten, fifteen times every night. They were so young. Thirteen, eleven… it was hard to tell. Sorrow covered their faces with nothingness. Except one girl. One girl who wouldn’t watch the cartoons. Her number was 146. She was looking beyond the glass. She was staring out at us with a piercing gaze. There was still fight left in her eyes. There was still life left in this girl…
…All of these emotions begin to wreck you. Break you. It is agony. It is aching. It is grief. It is sorrow. The reaction is intuitive, instinctive. It is visceral. It releases a wailing cry inside of you. It elicits gut-level indignation. It is unbearable. I remember wanting to break through the glass. To take her away from that place. To scoop up as many of them as I could into my arms. To take all of them away. I wanted to break through the glass to tell her to keep fighting. To not give up. To tell her that Note: Many people hear this we were coming for her… story and immediately ask, “What happened to that girl? What Because we went in as part of an ongoing, undercover investigation on this happened to the girl wearing particular brothel, we were unable to immediately respond. Evidence had to be #146?” Some time later, the brothel was raided by local law collected in order to bring about a raid and eventually justice on those running the enforcement but the children brothel. It is an immensely difficult problem when an immediate response cannot were gone. She could have been address an emergency. Some time later, there was a raid on this brothel and trafficked to another brothel. children were rescued. But the girl who wore #146 was no longer there. We do Or, she could have escaped or not know what happened to her, but we will never forget her. She changed the even been rescued from her next course of all of our lives.” brothel— we don’t know for sure.
We have taken her number so that we remember why this all started. So that we must tell her story. It is a number that was pinned to one girl but that represents the millions enslaved. We wear her number with honor, with sorrow, and with a growing hope. Her story can be a different one for so many more. frequently asked questions These will be helpful to know anytime you are communicating about Love146. After this meeting, take a look at the FAQ page (www.love146.org/faqs) for answers to more questions, and feel free to direct people there if you aren’t sure how to answer their question.
Does Love146 have programs in the U.S.? Yes. Since 2010, Love146 has been conducting prevention education in high schools, group homes and residential care facilities. In 2013, we were able to expand our programs by opening a new office in Houston, TX. As Love146 works directly with children in classrooms, we’ve been eagerly received by teachers and students—whose perspectives on the realities of child trafficking and exploitation are changing right before our eyes. Typically, we work with a classroom of high school students four times over the course of one month. These sessions equip students to understand the realities of human trafficking, To find out more about programs in better protect themselves and their peers from risk, and get help. At the same the U.S., visit: www.love146.org/u- s-prevention-education time they are being challenged to rebel against those who groom them to be
11 buyers and sellers of sex and rethink a culture where the word “pimp” is a compliment and “ho” is a joke.
Does Love146 rescue children from brothels? No. Love146 works strictly in prevention and aftercare. We do, however, work closely with organizations that rescue children.
Can I sponsor a child? Because survivors of child trafficking and exploitation once had a price (or value) placed on them, we’re hesitant to do the same. Our Partners program allows you to support our prevention or aftercare programs monthly.
Does Love146 purchase children out of brothels? Love146 does not purchase children as a means of rescue from trafficking situations. Though this may seem like an appropriate response, it is in fact contributing to the problem. The purchase of a child financially supports the very systems and structures of exploitation that we’re fighting. We support and endorse the work of rescue agencies and law enforcement that remove children from brothels, shut down brothels, and convict and sentence the exploiters. activity 1: what did you learn?
Time: 20 Minutes. Spend 5 minutes thinking about the questions individually, then 15 minutes sharing with the group.
Our goal, here, is to help Task Force members know and understand the basics of Love146, and to be able to communicate them in their own ways. Some people process things visually (maybe by drawing) and some just prefer to memorize. Feel free to process through this information in your own way.
Take a couple of minutes to reread, think about and even try to memorize the If you have time in your meeting, material you just went through. Close your curriculums, and go around the group watch some of the videos to see who has the Vision Statement or the Mission Statement memorized. produced by Love146— this will help familiarize you with more Answer the FAQ’s in your own words: information about Love146 and communication style. Does Love146 have programs in the U.S.? www.love146.org/videos Does Love146 rescue children from brothels?
Can I sponsor a child?
Does Love146 purchase children out of brothels?
Then, have each person (those who are willing) recount the story of how Love146 got its name. That means you might hear the story a few more times— but that’s good! Repetition helps us learn and remember!
12 Love146’s communication philosophy
This next step is meant to explain how and why Love146 communicates the way it does, so that your Task Force can communicate the same way.
Love146 communicates ideas about child trafficking and the abolition movement in a very specific way. It centers on the dignity and worth of each individual. Every child has dignity and every child has worth. We follow a very strict Child Protection Policy, which is in the resources section of www.146TaskForce.org.
Here are some key parts of the philosophy of communications at Love146. avoid victim-blaming language We believe in the power of words. It can be a matter of syntax, but words can make a world of difference in what message is conveyed about individuals and human trafficking in general. For example, if we were telling the story of a minor named Jessica, saying “men bought Jessica for sex” instead of “Jessica sold sex Words are powerful. Read through to men” correctly labels Jessica as the victim in the situation. our “Media Language Guide to Reporting on Child Trafficking Honesty and Exploitation” in the Expanded Resources section. It’s a document Any image or story used for communications should be used truthfully and geared towards guiding reporters accurately. We don’t need to exaggerate stories or misuse images to make a writing about trafficking, but it can point. One of the best ways to honor children is to present their stories as honestly be a great resource to Task Forces as possible. as you engage in conversations about trafficking. Imagery When showing images of survivors, we prefer to not show intentionally sad and disturbing images meant to “pull on heartstrings.” We use images that genuinely illustrate the story we’re telling, not those that perpetuate sensational stereotypes that can alienate the public from reality. We choose photos that preserve human dignity for those pictured. Though we do occasionally use images that convey hurt and heartbreak, we pair these images with ones of hope and resiliency. “Never be discouraged from activism because Story Statistics can be useful for awakening listeners and readers to the scope and people say you’ll not seriousness of humanitarian issues, but Love146 prefers to use individual stories succeed. You’ve already when possible. It is important to remember that trafficking is an illegal underground issue. It is incredibly complex and underreported. We know that the problem is succeeded if you’re real, and we know that the problem is big. Behind every disputable estimate is a representing love” real person who cannot be dismissed, and theirs are the stories we need to help make known. D. Haddock
13 activity 2: Examples of communication
Time: 20 Minutes. Spend 10 minutes looking at the images and watching the video, then 10 minutes discussing with the group.
Take a look at the three images and watch the Web Break video, then discuss the following questions: How did the images and video make you feel?
Do you think these are effective tools for communicating information & awareness? Why or why not?
Web Break Shadowhands (1:16) An animated video produced by Not for Sale
http://streetgrace.org/
http://www.adrants.com/
Encourage members of your Task Force to share examples that they’ve seen of anti-trafficking campaigns, and discuss what they see as strengths and weaknesses. If you have time in your meeting, take the chance to look up some of these examples on a computer and discuss them as a whole group.
http://www.dhs.gov/blue-campaign
http://womensstudiesjmu.wikispaces.com/
14 Between now & then
1. your story You just heard the Love146 story. But what’s your story? How did you get involved “These things are not easy in Love146? What stirred your interest in abolition? What motivated you originally, to look at. We turn away and what’s kept you going? with burning eyes, & only We believe in the idea of the “collective shout”— that only by combining our for the children’s sake voices and stories can we really make a marked difference. could we ever look again” Spend some time alone before your next Task Force meeting to think about “your story.” Tell it to yourself, and then tell it to some friends. You’re going to need to be able to share your story in the future as you step forward into serving as a 146 Amy carmichael Task Force.
Your story is one of the powerful voices in the Collective Shout to bring abolition.
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“ slavery was abolished 150 years ago, right? while it is true that slavery is illegal almost everywhere, the fact is that there are more slaves today than there ever were...” - Robert Alan, American writer, artist, and social activist introduction
Love146 believes in a thoughtful response to the complex problems of human trafficking and exploitation.
In order to produce thoughtful responses, we have to learn from the successes and mistakes of those who have come before us and are working alongside us. We have to learn from survivors... and maybe even from perpetrators.
During this session we’re going to look at slavery—both past and present. We’ll talk about the underlying factors that perpetuate the vicious cycle of exploitation, 5 Inside this module define some terms and provide some jarring statistics. This module is designed to explain the global state of exploitation today and, specifically, the state of child - Introduction exploitation and trafficking. - Defining Slavery - Defining Human Trafficking The goals for this module are: - The Effects of Child 1. Understand the differences between slavery in the 18th and 19th centuries Trafficking & Exploitation and modern-day exploitation and trafficking. - Contributing Factors - Between Now & Then
19 2. Be able to define human trafficking.
3. Be able to define child exploitation and trafficking and recognize its effects.
4. Understand the factors that contribute to child exploitation and trafficking.
5. Know the areas where trafficking and exploitation are most prevalent globally.
activity 1: defining slavery
Time: 10 Minutes. Take five minutes to answer on paper, then five minutes to discuss.
Discussing your common perceptions of trafficking will help your Task Force evaluate your collective understanding of exploitation as it is versus historical slavery.
When you hear the word “slavery” what comes to mind? What images, stories or emotions?
Feel free to write a list or draw a picture: Keep in mind that one of the main goals of the Modules is to challenge the status quo of how issues of exploitation and trafficking are viewed. So as the Facilitator, encourage discussion by asking direct questions and foster an environment where considering unconventional perspectives is the norm!
Slavery: NOW AND THEN When you thought of the word “slavery,” what came to mind? Slave ships? Auction blocks? Plantations? Europeans forcing Africans from their homes and across the ocean?
For many, the word “slavery” evokes thoughts of an era long past. In those days, there were 13 million slaves transported from Africa in the transatlantic slave trade. Today, the International Labor Organization estimates there are 20.9 million men, women and children enslaved worldwide (ILO, 2012).
Trafficking today functions differently than the institution of slavery did 200 years ago. Then, slaves were bought and sold publicly. Today, people are still exploited
20 commercially, but in private. It is done in secret, often arranged with the use of modern technology.
Then, slavery was legal. Today, slavery is considered illegal everywhere in the world, though some nations turn a blind eye towards it.
Then, slaves were thought of as highly valuable means of production. Owners viewed slaves as considerable economic investments, worth the money because of the work they would perform and the income they would help produce. In comparison, slaves today are far less expensive, and seen as easily replaceable.
(Some material adapted from Free the Slaves’ “Slavery Throughout History” document) defining human trafficking
Human trafficking is slavery.
Human trafficking is the practice of tricking, luring, coercing or otherwise removing persons from their home or country and then forcing them to work for no or low The United Nations defines Human Trafficking as “the recruitment, payment or on highly exploitative terms. It is the fastest growing criminal industry transportation, transfer, harboring in the world, generating billions of dollars in annual profits. or receipt of persons, by means of the threat or use of force or other What is the difference between trafficking and exploitation? forms of coercion, of abduction, of fraud, of deception, of the Trafficking, in humans, is any commercial sex act or labor induced by force, fraud abuse of power or of a position or coercion. Exploitation is to take advantage of vulnerabilities. of vulnerability or of the giving or receiving of payments or benefits For labor or commercial sexual exploitation to be trafficking, it must involve force to achieve the consent of a person having control over another person, (physical restraint, beatings, rape), or fraud (false promises, lying about working for the purpose of exploitation.” conditions or wage), or coercion (threats or blackmail, confiscation of passport or documents, making person afraid of seeking help). U.N. Protocol to Prevent, Suppress and Punish Trafficking in Persons, Labor Trafficking especially Women and Children Labor trafficking ranges from domestic servitude and small-scale labor operations to large-scale operations, including service to major, multi-national corporations. Labor trafficking can be broken down into two types:
Bonded Labor. Bonded labor is the most common method of enslavement. Labor is demanded as a means of repayment for a loan whose terms and conditions have not been defined or in which the value of the victims’ services is not applied in a meaningful way toward the liquidation of the debt. The (actual) value of their work is ultimately greater than the original sum of money “borrowed,” but they are trapped in a cycle where the interest and debt increases beyond what their “earnings” can repay.
Forced Labor. Forced labor occurs when victims are forced to work against their own will, under the threat of violence or some other form of
21` punishment. Their freedom is largely restricted and a degree of ownership is exerted. Forms of forced labor include domestic servitude, agricultural labor, sweatshop factory labor, begging, and janitorial, food service and other service industry labor. (Source: US Department of Health & Human Services)
SEX TRAFFICKING Sex trafficking involves any form of sexual exploitation (such as ostitution,pr The Veiled Commodity (5:33) pornography, or bride trafficking) for the purpose of a commercial sex act. This A short, animated film that deals highly lucrative and incredibly widespread form of human trafficking also includes with slavery’s past and present day child sex trafficking and exploitation. issues. (Some material adapted from: http://www.polarisproject.org and the U.N. Protocol to Prevent, Suppress and Punish Trafficking in Persons, especially Women and Children.)
Child trafficking & exploitation The Commercial Sexual Exploitation of Children (aka “CSEC”) is any sexual act(s) with a child (under the age of 18) in exchange for something of value, such as money, goods, or services. Some, but not all, victims of CSEC are victims of child sex trafficking.
According to U.S. Law, if any person under the age of 18 is used for commercial sexual exploitation, they are a victim of human trafficking. Force, fraud, or coercion, while often present, do not need to be shown, because a child is inherently vulnerable.
Love146’s vision, in particular, is the end of child trafficking and exploitation. The abolition movement is broad and interdisciplinary, and we are effective because we specialize. The modern-day abolition movement needs those specializing in areas like legal advocacy, prosecuting traffickers, and supply chains (to name a few), and at Love146, our focus is on child trafficking and exploitation.
activity 2: setting the scene
Time: 10 Minutes. Take 10 minutes to read the story and watch the video, and then 10 minutes to discuss your reaction.
Serey Serey was an bright-eyed girl in the Philippines. The sixth of seven children, Serey was a part of a large family who didn’t have enough money. One day, a woman visited her family’s home and offered Serey work in a department store in Manila.
Excited at the chance for more money, Serey’s parents allowed her to travel with the woman to Manila. Upon arrival, the woman didn’t take Serey to the store. Instead, she took her to a bar— a bar that functioned as a front for a brothel. That brothel became young Serey’s dark and painful reality for months. At one point, Serey got her hands on a cell phone and managed to relay a
22 message to her family. Her father and brother rushed to Manila to try to find her, but upon finding the bar/brothel, they were not allowed inside and were told Serey wasn’t there.
Eventually, following a raid on the brothel, Serey was freed, and she found her way to Love146’s Safehome in the Philippines. Following her time there, Serey was reunited with her family and reintegrated into her community. Her past is still a tangle of slavery and darkness, but her future is one of hope and light.
Web Break We Are Love146 (7:10) In 2002, the co-founders of Love146 traveled to Southeast Asia on an exploratory trip to determine how they could serve in the fight against child sex trafficking. This is a filmmaker’s adaptation of our Love Story.
Discuss the following questions: What common elements do you see in the stories?
How does the story match your preconceptions of human trafficking?
What about the stories stood out to you the most? common elements You’ll notice a few elements common to most trafficking stories:
- A victim who is vulnerable to exploitation because of their life situation. Often poverty is a contributing factor. - A promise of income. Frequently this comes in the form of a job offer. The “Action is the antidote to victim’s desire and hope to improve their circumstances are leveraged against despair.” them. - The promise is revealed to be a ruse. The victim discovers that the “job offer” is actually exploitative, but often it is too late. Joan Baez - A perpetrator may provide some basic needs, and due to manipulative tactics of the traffickers, the victim may come to feel “indebted” to them. - Fear and intimidation are used to control the victim. Often, victims are forced into drug use to incapacitate them from escape.
The more we understand these common elements the better equipped we are to produce creative solutions to fight them. the effects of child trafficking and exploitation
Sexual exploitation and abuse have grave and long-lasting effects on a person’s health and well-being, and such effects are amplified when the victim is a child. Unprotected sex, gang rapes, forced abortions, involuntary drug use and emotional manipulation cause severe psychological and physical damage to these children. HIV/AIDS and other infectious diseases are common consequences, as
23 well as a myriad of psychological conditions.
The effects of sexual exploitation and abuse are so deep and so intense that many rescued children deal with suicidal tendencies. These children have also frequently lost their ability to consider a future for themselves. When asked, “What do you want to be when you grow up?” they generally respond with silence and a blank stare, unable to think in such terms. It is all painful, tragic and depressing. But it is not hopeless.
Through years of working with rescued children, we’ve found that restoration IS possible. We’ve worked with children who have regained their ability to dream about the future. We’ve helped these children re-imagine their future, rediscover their humanity and experience childhood. It’s not easy, but healing is an achievable goal. Diana’s Story (5:33) Diana is a survivor of sex trafficking The stories of children caught in sex trafficking are terrible. They are hard to hear who came to the Love146 Round and difficult to process. For those of us who have never experienced such horrific Home in the Philippines and found hope, healing and restoration. trauma, we can hardly fathom the depth of pain and torment these victims have experienced. Just imagining what they’ve gone through affects us deeply. But, as hard as it is to hear these stories, it is good for us to do so, because by hearing these stories, we become aware, and awareness leads to action.
contributing factors
Child trafficking and exploitation happen because numerous factors— some cultural, some structural or governmental, some personal— combine to create situations and environments where injustice can take root and spread. For example:
Poverty. People in poverty can be vulnerable to exploitation. They’re promised help, but the help is only an illusion. Some families believe they have no choice but to sell their children into trafficking in order to make money to survive.
In raising awareness about human Greed. trafficking, it’s important to make Human greed is a powerful motivator. When an individual’s greed outweighs sure we’re sharing an accurate their moral reservations, they are more prone to do something drastic to get depiction of what trafficking looks like instead of working off our own what they want. This could include trafficking children in the sex trade for assumptions. For a list of common financial gain. myths and actual truths, visit: www.love146.org/common-myths/ Culture. Culture that normalizes the sexual objectification of children allows for trafficking and exploitation to both become more prevalent, and less likely to be perceived as a problem. Normalizing the view of children as sexual objects fuels the demand behind trafficking, and becomes a barrier to legal and social action against it.
24 Myths. Some societies maintain that sex with children is good luck. Others believe “The modern day slave it will cure AIDS. Rumors, false stories and unsound, illogical reasoning auction is electronic, perpetuate these fallacies. wherein local pimps can Corruption. examine & purchase via Members of governments sometimes ignore child sex trafficking for financial incentives such as bribes. Other times, they remain silent because traffickers email women and girls have personally threatened them. Nations with corrupt governments struggle from wholesalers in to protect their citizens and stop child trafficking and exploitation. other countries, and Technology. where retail customers The Internet allows illicit activity to remain largely anonymous. Email can order up the and international message boards keep buyers unnamed and safe from prosecution. Likewise, traffickers have an easier time remaining in the prostitute of their shadows. choice.” Demand. The most basic rule of economics is that demand drives supply. As demand moises naim increases, suppliers seek to meet that demand— by trafficking more children. from his book “illicit” Some material adapted from www.nmci.org
Between now & then
1. the trafficking in persons report Look through the list of countries and their tier rankings from the latest annual Trafficking In Persons Report issued by the United States Department of State. We suggest you split up the countries among your group, individually spend time researching the state of trafficking in that country, and report back with what you Tier rankings in the Trafficking learned at the next meeting. in Persons Report are issued based on how well the country’s government complies with the The latest edition of the Trafficking in Persons Report can be found here: minimum standards outlined in the www.state.gov/j/tip/rls/tiprpt/ Trafficking Victim’s Protection Act. The full text of the TVPA can be found in the Expanded Resources section.
25
4
“ I feel a responsibility to my backyard. I want it to be taken care of and protected.” - Annie Leibovitz introduction
Your backyard is the community where you live. It’s your country, your city, your neighborhood. You have to know what’s happening in your backyard—even if the truth is surprising or shocking.
Trafficking still exists in the United States. Human trafficking is not a term that applies only to the developing world. It applies to Western nations and it applies to the United States. Children are being trafficked across our borders and within our country. 5 Inside this module They’re being sold for sex. Every day. In most cities. - Introduction Traffickers and pimps recruit at malls, restaurants, shelters, schools, after-school - Fact Overview programs and on the streets. They’re recruiting vulnerable children into lives of - Stories exploitation, pornography and prostitution. - Your Own Backyard - Know the Law Here. In America. Probably in your city. - Between Now and Then
29 Love146 has made a commitment to local communities—here in America. We know that our global efforts would ring hollow if we ignored the child trafficking that happens in our own backyard. Children are in danger in Phnom Penh, A reminder of things to have on but they’re also in danger in Philadelphia. We want to help end child trafficking hand: 1. Internet & access to a computer everywhere: overseas and in the United States. These are needed for: - Web Breaks: outside materials to This Module is designed to give you a picture of what’s going on in America and watch or read during the module in your specific community. It’s meant to help you identify possible child trafficking love146.org/action/curriculum victims. It’s also meant to give you the tools to do something about it. Global - Expanded Resources: Optional change starts at home. resources to further your learning love146.org/action/curriculum And that’s where your Task Force comes in. 2. Pens and pencils Writing down responses is a good The goals for this module are: way to capture what people are 1. Understand the state of child trafficking and exploitation in the United thinking and feeling. There will States. be blank space to respond, but have some paper in case people 2. Know what the U.S. is doing about trafficking within its borders. don’t have a printed copy of the curriculum. 3. Consider the dynamics of child exploitation and trafficking in your Keep in mind that one of the main community. purposes of this module is to challenge the assumptions that surround trafficking in the United States. So, as the facilitator, foster Statistics OVerview an environment that encourages discussion. Here are some of the key statistics about child trafficking and exploitation in the U.S. we want you to keep in mind:
• Between 14,500 and 17,500 men, women and children are trafficked into the United States every year. (U.S. Department of State, 2004)
• Estimates suggest that within the first 48 hours of being on the street (because they’ve run away from home, or have been abandoned) 1 out of every 3 children will be approached by a pimp or trafficker. (National Incidence Studies of Missing, Abducted, Runaway, and Thrownaway Children/NISMART-2)
• The Trafficking Victims Protection Act defines “severe forms of trafficking in persons” as: a. sex trafficking in which a commercial sex act is induced by force, fraud, or coercion, or in which the person induced to perform such an act has not attained 18 years of age; or b. the recruitment, harboring, transportation, provision, or obtaining of a person for labor or services, through the use of force, fraud, or coercion for the purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery.
A victim need not be physically transported from one location to another in order for the crime to fall within these definitions. (Trafficking in Persons Report, U.S. Department of State, 2012)
30 • As many as 100,000 U.S. children are forcefully engaged in prostitution or pornography each year. Approximately 300,000 U.S. children are at-risk. (ECPAT, End Child Prostitution, Child Pornography and Trafficking of Children for Sexual Purposes) The Making of a Girl (5:08) • Traffickers (also called “pimps”) are known to recruit at malls, fast food Rachel Lloyd tells the story of an restaurants, schools and after-school programs. Recruitment can take multiple intimate journey of a hypothetical forms, including: 1) kidnapping; 2) solicitation by other women or girls recruiting on preteen girl as she faces a life of behalf of the trafficker; and 3) the “loverboy” approach of appearing interested in a sexual exploitation. romantic relationship while gradually coercing the victim into prostitution. stories
You may be wondering, “How could a child possibly end up trafficked in America?” Read the following two stories. Though fictional, they are comprised of the most common elements in hundreds of stories we’ve heard. raisa Raisa is a sixteen-year-old girl living in the eastern European nation of Belarus. She reads an ad in her local newspaper offering scholarships for girls who “As the trafficked want to attend school in the United States. Caught in a cycle of poverty, she sees this as an opportunity for a better life. She calls the number and meets girls grew older, the a mysterious man at a coffee shop. He tells her he will buy her a plane ticket traffickers ran out of to Washington, DC. She will fly to the United States and meet his friend there who will pay for her education if she will work in his restaurant. Raisa cannot places to put them and believe her good fortune. Days later, she kisses her family goodbye and had to rent more living boards the flight to DC. quarters. the homes they At the DC airport, she’s met by a Belarusian man. He tells her that plans have rented were always in changed. She won’t be going to school and working in DC, but in Milwaukee. Just happy to be in the United States and hopeful about her prospects, Raisa the middle of residential accepts a bus ticket from the man, bound for Wisconsin. areas with manicured
In Milwaukee, she’s met by another man. This man takes her to a run-down lawns, and nice houses...” apartment on the edge of town. He breaks the news to her: she will not be a student and she will not be working in a restaurant. She will make money for him (to pay him back for her passage to the United States) via prostitution. from a cnn article on Unable to speak the language, trapped in a city she’s never heard of, trafficking in the u.s. completely out of communication with her family and friends, Raisa is forced into a life of sexual slavery. At the age of sixteen. kelly Kelly is a fifteen-year-old living in Dallas, Texas. She’s a troubled young girl who frequently fights with her mother, can’t stand her stepfather, and hangs out with a dangerous crowd at school. After a terrible fight with her parents, she packs a bag, steals fifty dollars from her mom’s purse, and runs away.
31 She hangs out with a group of men that live down the street from her. One of the men tells her that she’s beautiful, and that he could be her boyfriend and treat her with things she’s never been able to own. For a couple of weeks, he showers her with gifts, and she falls in love with him. Former Child Trafficking Victim Now Mentors Others (6:19) One night, her “boyfriend” tells her that they are in need of some money, and Listen to this interview on NPR with that he knows someone who agreed to pay $100 to have sex with her—he Sheila White, a survivor who was assures her that it would just be this one time. With nowhere else to turn, and trafficked in the U.S. as a teenager. wanting to hold on to the one person in her life who had offered her attention, Kelly finds herself in a hotel room that night with a stranger. The next night, it happens again.
Soon, her “boyfriend” becomes her pimp, forcing her to have sex with multiple men every night who answer the ads he posts online using photos of Kelly.
Unfortunately, stories like these are not uncommon in the United States. “From Victims to Victimizers” This study of ex-pimps and Many are boys and girls from other countries who are lured to the United States madams in the Chicago area under false pretenses, like Raisa. The promises of a better life turn out to be lies. shows that many perpetrators were Some trafficking victims are undocumented immigrants already living outside of also victims of sexual abuse prior the view of law enforcement officials. to becoming pimps and had family members involved in the illegal sex Others are American children. They’re runaways who end up in the hands of trade. How do we respond when pimps who see them as a means to a monetary end. Held captive, they become those selling sex were also victims? nameless products. Occasionally children are kidnapped and trafficked. Read this article from the Depaul College of Law in the Expanded Children in the foster care system move from home to home so often it is difficult Resources section. to keep tabs on them. These groups of children can easily slip through the cracks, ending up in trafficking situations.
activity 1: your own backyard
Time: 15 Minutes.
What can you and your Task Force do to help stop child trafficking in your “Girl Next Door” community? This story from 5280, a magazine in Denver, follows the story of two victims of child sex trafficking and Consider your area. gives a great introduction of what What would make children in your city or community vulnerable to trafficking? sex trafficking looks like in the United Are you near a seaport? An international airport? A border? Is there a known “red States—from grooming, to forced light” district in your community? Areas of extreme poverty and frequent criminal prostitution, to the prosecution of activity? Are you near any major highways? the perpetrator. Read the story in the Expanded Resources section.
32 Do the research Do an Internet search for news articles for recent activity in your region. Try Googling terms like: the name of your city or region “child trafficking,” arrests, bust, and sting. Compile a list of major operations as well as the names of the agencies who spearheaded the campaign. Online And Anonymous: New Challenges To Prosecuting Sex Trafficking (11:27) Listen to this interview on NPR with John Ryan, CEO of the National Center for Missing and Exploited Children. His organization worked in partnership with the FBI on empower your community Operation Cross Country in 2013, collecting and analyzing information Look through the Community Empowerment Initiatives on the Love146 Action on missing and exploited children. website, which are resources created to help you talk to the “eyes and ears” of a community. This includes hotel/motel owners, taxi drivers, employees at truck stops, etc. Take a look at the packets and decide which audience you think will be most likely to come across a victim of trafficking in your area. www.love146.org/cei know the law
Trafficking Victims Protection Act The Trafficking Victims Protection Act (TVPA) was signed into law in 2000, and is still the largest piece of human rights legislation in U.S. history. The TVPA has been renewed through the Trafficking Victims Protection Reauthorization Acts of 2003, 2005, 2008, and 2013. The TVPA created the first comprehensive federal law to address human trafficking, addressing both domestic and international trafficking.
The TVPA takes a three-pronged approach against trafficking: 1. Prevention of trafficking vulnerability 2. Protection of survivors 3. Prosecution of traffickers
Prevention The TVPA creates: - An Office to Monitor and Combat Trafficking in Persons within the State Department, which is required to report on and rank countries’ efforts to combat trafficking. - Public awareness and information programs, and international economic development programs to assist potential victims. - Partnerships to attempt to prevent goods made by slave labor from entering the country.
Protection The TVPA: - Expands the types of technical assistance that can be provided to foreign
33 countries, including police training. - Requires the Department of Labor to provide a list of goods that it has reason to believe have been made with forced labor or child labor. - Provides the T Visa for foreign victims of trafficking in the U.S., allowing them protection and access to services in exchange for cooperation with law enforcement.
Prosecution The TVPA: - Makes human trafficking a federal crime with severe penalties. - Creates new crimes of forced labor; trafficking with respect to peonage, slavery, involuntary servitude, or forced labor; sex trafficking by force, fraud or coercion; or sex trafficking of children; and unlawful conduct with respect to documents in furtherance of trafficking. Attempts to engage in these acts ear also criminalized. - Mandates that restitution be paid to victims.
Important Takeaways for the TVPA - Under this act, defendants can’t use ignorance of age as an excuse when trafficking in minors. - When prosecuting traffickers, a victim’s dire circumstances that would cause them to fall prey to trafficking more easily than the average American are not taken into account. - People who participate in the commercial sex industry can no longer escape convictions by willfully ignoring indicators of abuse. They can’t claim they “just If you want to read the actual law, didn’t know.” the full text of the TVPA can be found in the Expanded Resources Section. Safe Harbor Laws While the prostitution of a child is a form of human trafficking under U.S. federal law, many states still do not offer legal protections for minor victims. In many cases, these victims are treated as criminals or delinquents, which results in further harm to the child. Safe Harbor Laws vary in detail for each state.
Safe Harbor legislation can: - Correct the conflicts between federal and state law by exempting children from prosecution for prostitution. - Require training for law enforcement and other first responders on how to identify and assist victims. - Increase the penalties for traffickers and buyers. - Prompt the collaboration of a multidisciplinary team to develop a statewide system of care.
Goals of the legislation: - Remove minor victims of commercial sexual exploitation from the jurisdiction of the criminal justice and juvenile delinquency systems. - Decriminalize children in prostitution, while ensuring that other legal mechanisms are in place for the state to take temporary protective custody of these children. - Protect these children and provide them with specialized services, in
34 recognition of their status as victims of crime and of the unique trauma that child victims of sex trafficking endure. - Child victims of sex trafficking have very specialized needs that may include: safe houses, longer-term residential options, mental health care, access to GED or other remedial education programs, and life skills learning.
Each state’s Safe Harbor Law looks different, and not all states have a safe harbor law in place. Search the laws in your state to see if there is legislation to protect victims of sex trafficking from being treated as criminals in your state.
Between Now & then
1. laws in your state Learn about anti-trafficking legislation in your state! Look up your state on Polaris Project’s website (http://www.polarisproject.org/state-map)—which provides a full list of existing laws.
When starting to research your city/state law, here are a few things to look for: 1. Does your city/state law, ordinance, or code mandate that every person found in prostitution be screened for signs of human trafficking? 2. Does your city/state law, ordinance, or code mandate that if those signs of human trafficking are present, the person must be routed to specified and appropriate social services? 3. Is there provision for addressing demand for sex trafficking and prostitution through arrest and/or education of buyers? And/or provisions for the arrest of sellers (pimps/traffickers)?
2. trafficking in your backyard Stay updated on trafficking in your neighborhood by checking the news often for reports of cases in your city and state. Spend some time searching “trafficking” and your state in Google News. What comes up? Share the news you find with your Task Force at your next meeting.
35
“ so enormous, so dreadful, so irremediable did the trade’s wickedness appear that my own mind was made up for abolition.” - William Wilberforce introduction
Slavery was abolished before with the help of men and women who fought centuries ago. But trafficking thrives again today, and it must be abolished. To fight for abolition in the present, it is helpful to understand how they fought in the past. By learning what they did yesterday, we can form a better plan for what to do today.
This module is meant to teach you about important historical figures in the abolitionist movement. In some cases, we’ll probably be reminding you of facts you learned in school. In other cases, you’ll learn something you didn’t know before. 5 Inside this module We’re also going to talk about what’s going on today. Who are some of the key leaders in the abolitionist fight in the 21st century? What are their tactics? How are - Introduction their game plans similar to those in the past? - Abolitionists in History - Modern-Day Abolitionists And, finally, we want you to think about how you can add your name to the list of - You & Your Task Force past and present abolitionists. - Between Now and Then
39 The goals for this module are: 1. Learn about (or be reminded of) the abolitionists of history.
2. Understand the common themes in the stories of past abolitionists.
3. Consider the stories of modern-day abolitionists.
4. Think creatively about how the abolition movement affects what your Task Force can do in the current fight for abolition.
Abolitionists in History Have different members of the group read aloud the following bios of past abolitionists. Notice patterns and common themes in the stories. Think about the lasting impact of these heroes; especially in light of the fact that we’re still talking about these people hundreds of years later.
William Wilberforce & Thomas Clarkson
Dates: Wilberforce: 1759-1833 Clarkson: 1760-1846 Occupation: Politicians - England
Action: Wilberforce and Clarkson met in 1787, while they were serving as Members of Parliament (Britain’s legislative body). Clarkson and others convinced Wilberforce of the importance of abolition and of their role, as politicians, to push for an end to slavery. The men helped form the Society for Effecting the Abolition of the Slave Trade—a group that read firsthand stories told by slaves, organized “Learn from yesterday, petitions, and spread awareness. This society became the world’s first grassroots live for today, hope for human rights campaign. They eventually passed the Slave Trade Act of 1807, which abolished the slave trade in the British Empire. The men, however, did not tomorrow. The important see their work as complete, and so they continued fighting in Parliament until, in thing is not to stop 1833, they passed the Slavery Abolition Act which made slavery (the owning of slaves) illegal in most of the British Empire. One of the ways these abolitionists questioning.” raised awareness was by wearing and promoting “Am I Not a Man And a Brother” medallions that depicted a black slave in chains.
Albert Einstein Effect: The end of institutional slavery in the majority of the British Empire. This set a precedent that paved the way for abolitionists in America.
Quote: If to be feelingly alive to the sufferings of my fellow-creatures is to be a fanatic, I am one of the most incurable fanatics ever permitted to be at large. -Wilberforce
We cannot suppose that God has made an order of beings, with such mental qualities and powers, for the sole purpose of being used as beasts, or instruments of labour. -Clarkson
40 john rankin
Dates: 1793-1896 Occupation: Minister - USA
Action: In the first church he served as minister, Rankin dared to speak out against slavery from the pulpit. The elders of the Tennessee church told him that if he intended to continue down that road he should look for a church in another state. Rankin moved his family to Ohio and built a home high on a bluff overlooking the Ohio River. This home came to function as an important stop along the Underground Railroad. Rankin would light an outside lamp whenever “the coast was clear,” and it was safe for slaves to cross the river from the slave state of Kentucky to the free state of Ohio. Despite mob opposition, Rankin traveled across the region preaching in various churches about the evils of slavery.
Effect: Rankin was one of the earliest American ministers to use the pulpit as a means of extolling the abolitionist movement. Using passages from the Bible, he convinced Christians that God was not pro-slavery (as many had preached) but against it. He inspired future abolitionists, including William Lloyd Garrison.
Quote: No man can hold an innocent person to involuntary servitude without violating the Savior’s law of love. For in doing this he does to another what he would not wish another to do to him.
William Lloyd Garrison
Dates: 1805-1879 Occupation: Journalist - USA
Action: Garrison made a name for himself as one of the most articulate—and “No Compromise with the Evil of radical—opponents of slavery in America. He founded, wrote for, and edited the Slavery” by William Lloyd Garrison anti-slavery newspaper The Liberator for thirty years (until after the Civil War and Read the powerful speech given Emancipation). He frequently exposed specific atrocities committed against slaves. by William Lloyd Garrison in Shortly after starting The Liberator, he co-founded The American Anti-Slavery 1854; “Convince me that one Society. Garrison’s approach to emancipation stressed non-violence and passive man may rightfully make another resistance, but argued for immediate, rather than gradual, emancipation. man his slave, and I will no longer subscribe to the Declaration of Independence.” The full text of the Effect: Garrison used the press to heighten awareness of the terrible effects of speech is available in the Expanded slavery as well as the rising tide of anti-slavery sentiment. He also helped to unify Resources section. like-minded abolitionists.
Quote: On this subject, I do not wish to think, or to speak, or write, with moderation. No! No! Tell a man whose house is on fire to give a moderate alarm; tell him to moderately rescue his wife from the hands of the ravisher; tell the mother to gradually extricate her babe from the fire into which it has fallen; – but urge me not to use moderation in a cause like the present. I am in earnest – I will not equivocate – I will not excuse – I will not retreat a single inch – and I will be heard.
41 Sojourner Truth
Dates: 1797-1883 Occupation: Ex-slave, housekeeper, activist - USA Action: At the age of 29, Truth (born Isabella Baumfree) escaped from a life of slavery in New York state. Upon escaping, she sued an Alabama man who owned her son as a slave. Truth became the first black woman to take a white man to court and win. She traveled the Northeast, speaking openly against slavery, calling for women’s rights and prison reform, and recruiting black soldiers for the Union army. Truth’s “Aren’t I a Woman?” speech electrified crowds wherever she went, emphasizing the common traits in all women—black and white alike.
Effect: Truth’s open and honest speaking informed a listening nation about life as a slave. She helped bring the issue of human rights to the forefront of the American conscience.
Quote: Truth is powerful and it prevails.
Harriet Tubman
Dates: 1820-1913 Occupation: Ex-slave, activist, spy - USA Action: Tubman escaped from slavery at the age of 29, using the network of anti-slavery activists and safe houses known as the Underground Railroad. Shortly after her escape, Tubman returned to the land of her enslavement in order to help shepherd other slaves out of bondage. Tubman had escaped via the Underground Railroad; as a free woman she volunteered to become an integral part of it. Over the subsequent years, Tubman made thirteen harrowing and dangerous missions into slave states to rescue over seventy slaves. During the Civil War, Tubman became the first woman to lead an armed expedition in the war, guiding a raid into South Carolina which liberated more than 750 slaves.
Effect: Tubman physically helped rescue slaves from slavery. She used her experiences and knowledge to come to the aid of those in need.
Quote: I never ran my train off the track, and I never lost a passenger.
Frederick Douglass
Dates: 1818-1895 Occupation: Ex-slave, orator and author - USA Action: At the age of 20, Frederick Douglass escaped from a life of slavery by dressing as a sailor and claiming to be a free man. Upon gaining his freedom, Douglass became heavily involved in the anti-slavery movement, working alongside William Lloyd Garrison. Garrison encouraged Douglass to speak publicly about his life as a slave and the importance of abolition. Douglass toured the
42 Northeast (and the United Kingdom), telling his story and encouraging his listeners to fight for emancipation. Douglass’ autobiography, Narrative of the Life of Frederick Douglass, an American Slave was an immediate bestseller and helped communicate what the life of a slave was like and why the abolishment of slavery was the most pressing issue for America in the late 1800’s.
Effect: An excellent orator and remarkable writer, Douglass proved, on a grand scale, that blacks were not simple-minded people born for slavery. He showed that blacks had just as much promise and talent as whites. As a public figure, Douglass became an inspiration to other blacks as they pondered their own self- worth and the value of fighting for freedom.
Quote: It is not light that we need, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, and the earthquake.
Activity 1: discussion
Time: 10 Minutes. More than likely, your entire group Discuss your impressions of these historical bios. will not have gravitated toward the same person. Listen carefully as What patterns did you notice in these stories? your group shares who they were drawn toward so you can better understand the whole of your Task What themes? What inspired you? Force.
Which figure did you find the most interesting? noticeable patterns
You’ll notice some common elements in each of these figures’ stories.
They raised awareness. Each person—from Wilberforce to Douglass—saw it as imperative that they help their fellow men and women recognize that slavery was horrific, immoral, and should be illegal. Their goal was to fight ignorance through frequent and effective communication and a variety of media. Wilberforce and Clarkson raised awareness by passing out reminder medallions.
They told stories. Frederick Douglass wrote his story, Sojourner Truth told hers. Wilberforce and Clarkson gave long speeches describing the stories of slaves. Rankin preached stories. Tubman took her story of freedom and replicated it by freeing others. Stories are the most effective means of raising awareness, fostering empathy, and spurring people toward action.
43 Their efforts grew out of who they were, not who they were not. “To get up in the morning & Wilberforce was a white politician. Douglass was a gifted author and ex-slave. do the monumental tasks Truth could silence a room with her raised voice. Each of these abolitionists used who they were—their occupations, their pasts, their personalities, their gifts and that face us, our labor talents, their differences—to communicate effectively and to inspire change. Truth is best fueled by love” didn’t pretend to be a white man. Garrison didn’t pretend to be an ex-slave. Rankin didn’t pretend he wasn’t a pastor. Wilberforce couldn’t pretend he didn’t care. Cornel West We believe it is very important to study and honor the past, in order to shape the future. That is why we created this module, that is why we used a lot of historical symbols in this curriculum.
modern day abolitionists
The following are just a few representatives from the modern-day abolition movement. As you did with the historical abolitionists, read their stories aloud. Notice patterns and themes.
Kevin Bales
Occupation: Professor, author - USA Action: After Dr. Bales, a professor of sociology, wrote the book, Disposable People, he and a handful of other anti-slavery activists formed Free the Slaves, the U.S. sister organization of Anti-Slavery International (the world’s oldest human rights organization). Using cutting-edge research and stories from the front lines of slavery, Free the Slaves helps to liberate slaves around the world. Dr. Bales has come to be recognized as the world’s leading expert on modern slavery.
Effect: Dr. Bales and Free the Slaves are in the midst of a 25-year plan to put a definitive end to global slavery. Every year they help more and more slaves gain their freedom.
Quote: If we can’t use our intellectual power to end slavery, then are we truly free?
Sarah durfey
Occupation: Activist - USA Action: Durfey learned about the existence of modern day slavery as a junior in college, and has been a powerful Abolitionist since then. In 2011, Durfey started the Abolitionist Network in Boston; a network of key community leaders and churches in the Greater Boston Area focused on working together to eradicate
44 human trafficking from their community. She’s a board member for Amirah, a safe house in Boston, and a lead organizer for the Massachusetts Coalition to End Human Trafficking. Kevin Bales TED Talk: How to combat modern slavery Durfey makes a big impact locally by equipping and connecting (18:01) Effect: In his TED talk, Kevin Bales shares community leaders, building a modern day Abolitionist Network, and making personal stories from his on-the- Boston a city empowered against trafficking. ground research, and discusses what it will take to free every slave Quote: The mindset of someone being a commodity stems from a mental model. on earth right now. If we’re going to be effective, we can’t just rescue someone from trafficking.
Glenn Miles
Occupation: Glenn Miles, PhD (University of Wales), MSc. (University College London), RN-C, RN-A, RN-CA, PGCE-PCET, ACIE, Researcher - Southeast Asia Action: Dr. Glenn Miles is a researcher in Southeast Asia. Miles has more than 20 years of experience focused on children at risk. His research concerns are understanding the opinions of under-represented and sexually exploited communities including boys and transgender youth and he has done research in India, Cambodia, Thailand, and Sri Lanka.
Effect: The research done by Miles and the partners that he works with leads “What about boys?: An initial the way in directing discussion towards topics that are often ignored, such exploration of sexually exploited as massage parlors employing males and advertising to a male clientele in boys in Cambodia.” by Glenn Cambodia. Miles and Heather Blanch. This study hopes to provide a baseline of information about Quote: When I see a child in a school I think about how important it is for us to young men who are being protect every child, girl and boy from experiencing exploitation and consider how sexually exploited in Phnom we can make that possible. Penh, Cambodia. Surveys were conducted in 6 massage parlors When I see a girl or boy in a shelter I think about what can we do to enable their employing males and advertising to restoration and how can we build their resilience. a male clientele. This report outlines the key results and the factors that When I see a child who has returned to their community I consider how we can may attribute to a boy’s vulnerability for sexual exploitation. Read this support all those whom they need to help them move from surviving to thriving. article in the Expanded Resources section. Rachel Lloyd
Occupation: Founder and Chief Executive Officer of GEMS (Girls Educational & Mentoring Services) - USA Action: GEMS was started in 1998 with only a computer and $30. Since then, it has grown steadily, building its services and programs and gaining increased visibility and recognition. Now the nation’s largest organization offering direct services to American victims of child sex trafficking, GEMS empowers girls and young women, ages 12–24, who have experienced commercial sexual exploitation
45 and domestic trafficking to exit the sex industry and develop to their full potential. A survivor of sex trafficking as a teen, Lloyd brings a profoundly personal understanding to her work.
Effect: In addition to leading the development of the direct intervention services that GEMS provides to American victims of child sex trafficking, Lloyd has also been an important advocate for anti-trafficking laws in the state of Nework, Y and continually challenges common assumptions about prostitution in the U.S. by sharing her story and the story of the young women she has worked with.
Quote: There have been experiences I would rather not have had and pain I wish I hadn’t felt– but every experience, every tear, every hardship has equipped me for the work I do now. I get such deep satisfaction from knowing I’m fulfilling my purpose, that my life is counting for something. It puts all the past hurts into perspective.
Aiyana Ehrman & Michelle Kime
Occupation: Founders of Imagine Goods - USA Action: Ehrman and Kime are, in their own words, “two ordinary women seeking extraordinary things.” They are the co-founders of Imagine Goods, a sustainable supply company that produces fashion-forward clothing and accessories. But they’re not like other clothing producers—they do things differently. Instead of just thinking about the bottom line, they think about people. They ask questions like Are they earning a living wage (enough to meet their basic needs)? Are they being empowered?
Effect: By partnering with vulnerable and marginalized people around the world to make products that, in many cases, give them the first fair wages they’ve ever received, Ehrman and Kime are helping break the cycle of poverty that make people vulnerable to trafficking.
Quote: We are creating products that care for the human race—giving opportunity for individuals to care for their children, families, and health... so that a new generation has a fighting chance to break the cycle of poverty.
46 Activity 2: discussion
Time: 10 Minutes. More than likely, your entire group will not have gravitated toward the Discuss your impressions of the modern day abolitionists. same person. Listen carefully as your group shares who they were What patterns did you notice in these stories? drawn toward so you can better understand the whole of your Task Force. What themes? What inspired you?
Which figure did you find the most interesting? noticeable patterns
You’ll notice the same patterns in the modern-day abolitionists as you did in the historical abolitionists. One part of the movement we haven’t brought up in this module is the civil rights movement. The They raise awareness. civil rights movement was more a Durfey, Bales, Miles, and Lloyd are all driven by the need to inform people about result of than a direct contributor the current state of slavery in the world. They challenge assumptions about what to the abolition of slavery, but we trafficking looks like, and venture into realms of research that reveal important can learn much about the modern realities that were previously not talked about. abolitionist movement (as well as justice and love) by studying the civil rights movement and its leaders. They tell stories. The civil rights movement was Lloyd tells her own story, and the stories of the young women that she works with. well organized, well planned and Bales tells the story of modern slaves all over the world. Ehrman and Kime tell the story driven. If you are interested story of how human trafficking is related to larger cycles of poverty. in movements, study the civil rights movement and its leaders: there is much that can be applied to the Their efforts are based on who they are, not who they are not. modern abolitionist movement. As a survivor of child trafficking, Lloyd speaks with the perspective of a survivor. Durfey focuses in on efforts to end human trafficking in Boston, her own neighborhood. Bales is true to his research and academic background—and makes the most of it, using his skills to help the abolitionist movement take informed steps.
You and your task force
YOU are a modern-day abolitionist. So, consider the following:
YOU can raise awareness. You can tell people what’s going on in the world—about the slavery pandemic, what’s being done about it and what needs to be done.
47 YOU can tell stories. “It always seems Read the stories of freed slaves. Research what it’s like for someone to live in impossible until slavery in this day and age. Tell the stories. Write a blog; give a speech; send an editorial report into a newspaper; write a letter. Tell your own story—how you got it’s done.” interested in abolition and what you’re doing about it.
nelson mandela Base your efforts on who YOU are; not who you’re not. Are you young? Own your youth and use it to fight slavery. Are you older? Use your maturity to speak with the wisdom of years and experience. Are you good at writing? Write. Are you good at speaking? Speak. Are you an organizer? Organize. Are you a leader? Lead. Are you a lawyer? A minister? A doctor? An educator? An artist? A politician? Use your gifts and your personalities to fight for abolition!
Don’t underestimate your contribution or who you are or how you’re gifted! You are you, and you bring something unique to the Abolition Movement.
Between Now & Then
1. Review local slavery Revisit Module 3 and think about what you learned about local slavery in light of what you just learned about historical slavery.
2. collect inspiration The next—and last—module of the curriculum is about planning the future activities of your Task Force. In the time before your next meeting, take note of things that inspire you: advertising campaigns, speeches, books, etc.
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“ history says, don’t hope on this side of the grave. but then, once in a lifetime, the longed for tidal wave of justice can rise up and hope & history rhyme.” - Seamus Heaney, Author of Doubletake introduction
You’ve met together (at least) five times now. Hopefully you’ve gotten to know each other, yourself, Love146 and the abolition movement better in this time. This last Module is meant to take all that you’ve learned and put it to good use.
This Module is focused on idea generation with the ultimate goal of giving your Task Force a vision for an action particular to your group. It’s time to plan and time to act!
The goals for this module are: 1. Generate creative ideas for awareness events and fundraising, legal and 5 Inside this module legislative advocacy, local capacity building for prevention and aftercare. - Introduction 2. Bond as a team as you work together and include all members, their talents - Prepare to Brainstorm and preferred roles. - Brainstorming Techniques - That’s It... 3. Create a strategic plan and process for your Task Force. What will you do in - Between Now and Then the year ahead? And beyond?
51 prepare to brainstorm
This Module is about planning the Read through the following tips and rules. Spend a few minutes talking about future of your Task Force. Your role them, making sure everyone’s on the same page. as Facilitator is more important for this Module than any of the This process is a little like getting a train (your group) to its destination (a plan of others. You’re going to facilitate action). These rules are meant to serve as rails to keep your train from running the creation of next steps for your group. amok, off into the woods, or off a bridge. They will keep your train on track.
Do what you can to foster creativity, A few Brainstorming tips and ground rules (added to, and adapted from, IDEO’s to encourage those who are quiet, “Brainstorming Rules”): to champion wild ideas, and to move the group from a scattering Encourage wild ideas of ideas to one or two concrete plans for action. You’re allowed to—and encouraged to—think big, weird, and wild. No self- censoring. Throw it out there. If you think, “You know how we could raise It may help you to have a awareness of Love146? Riding elephants with 146 painted on the side through whiteboard or a big piece of paper our town square while singing ‘Disco Inferno,’” shout it out. Who knows? Maybe (or a computer with a big screen) it will spur someone else toward another idea that works for your group. to capture ideas as they come, so everyone can see them. Don’t Defer judgment censor ideas as they come in. Write them all down; you’ll have plenyy of Don’t roll your eyes at someone else’s ideas. Or your own. Seriously, you have to time to narrow your focus later. get past that. You’ll winnow your idea list down later. For now, let it go… be free… and make sure others feel the freedom to be free!
One conversation at a time Maybe you need something like the conch shell in Lord of the Flies to keep one person talking at a time. Or, you could just make sure everyone’s on the same topic—that one person isn’t on one idea while everyone else is on another. Keep the team focused.
Build on the ideas of others If someone says, “How about a car wash fundraiser!” but you realize no one in your community has cars… build on the idea, instead of squashing it: “Wait!” you could add. “We could do a BICYCLE wash fundraiser!” Build on ideas.
Go for quantity The more ideas your group spits out, the more you can build on. The bigger your list, the more options you’ll have. Let the ideas flow. Who knows? You may have The Tribes We Lead (17:27) to burn through fifty mediocre ideas to get to one perfect gem. In this TED talk, entrepreneur Seth Godin argues the Internet has ended mass marketing and Be visual revived a human social unit from When you describe your ideas, describe them in practical, visual ways. If your idea the distant past: tribes. Founded is, “Raise awareness in a school,” don’t just leave it at that. Think about it, visually. on shared ideas and values, tribes “I see us… in the auditorium… with a slide show behind us…” and someone else give ordinary people the power to lead and make big change. adds, “And we’re all wearing 146 tags, pinned to our shirts!” By thinking visually, you’ll get more practical.
52 Stay informal This isn’t a board meeting for a million dollar company. You’re a group of people “to live a creative life, who have been hanging out for the last few months. No need to “second a we must lose our fear of motion” or “table the discussion.” Relax and let things be loose. being wrong.” Do what you need to do If you need to doodle, doodle. If you need to walk around the room while the team joseph chilton pearce is discussing, walk. If you’d be more comfortable lying on the floor, staring at the ceiling, lie and stare. Not everyone has the same “thinking posture,” so go with what works for you.
Focus and re-focus on your goals It’ll help you to come back to a list of specific goals. A few good ones are: awareness, education, fundraising, involvement and legislation.
Remember your gifts and roles! Don’t forget what you learned about yourself (and the other Task Force members) in the last Module. Focus on those gifts, interests and roles particular to you and come up with ideas from your specific viewpoint.
Avoid “Not Me” thinking Your ideas are just as valid as everyone else’s ideas. You can’t sit in your chair thinking, “Well, I don’t have as much to contribute.” Nonsense. You do! And you’re not doing the group (or Love146!) any favors by holding your ideas inside.
Leave space for others If you’re on an idea-roll, that’s great! Just make sure other people feel the space and freedom to share, too. A brainstorm is made up of the rain from a bunch of clouds, not just one. As the Facilitator, you have a choice Collaboration, not competition here. You can either decide: You’re all in this together. No one gets a prize for “Best Idea.” As a matter of fact, • That your group is ready to go! hopefully there’s so much collaboration, no one could possibly remember who had If that’s the case, throw up the the original idea to begin with. Build on ideas, encourage people to build on your big piece of paper, grab your ideas, and work as a team, not as a room full of individuals. whiteboard marker or fire up the laptop and let them start throwing out ideas! (If this is your group, skip to the next section)
• You need some more specific direction. What follows are a few ways to “prime the idea pump” and get things going. Read them aloud and pick one or two and move on to the next section.
You can always come back to these for help/reinvigoration if you’re stumped later on.
53 brainstorming techniques
In the train metaphor, these tips are meant to be nuggets of coal you can throw into the fire. As the coal burns, the engine runs, ideas get flowing… and the train runs down the tracks!
Key words/phrases Write a bunch of words on the board so that your group has a baseline to start from. Some helpful words are: awareness, fundraising, children, rescue, safe homes, legislation, social networking, technology, art. Feel free to use your own as well.
Alone, then group You can have everyone go off on their own for ten minutes with a piece of paper, “ideas are like rabbits. have them brainstorm alone, and then come back and report to the group. Or, they can pair off and do the same thing with a partner. you get a couple and learn how to handle them, and Goals As mentioned above, pick a goal (awareness, education, fundraising, legislation) pretty soon you and start from there. For example: “What could we do to raise awareness in our have a dozen.” community?” Audience change john steinbeck Think about an audience that is different from you. A group that’s as old as your parents; or a group of kids; or a more affluent community; or a poorer one; or a better-educated/less-educated audience. How could you communicate with them?
Point A to B Think about a specific goal (“Have our local high school students understand the prevalence of child sex slavery in our downtown area”). Now, think about where your audience is today. How could you get from this point (Point A) to your goal (Point B)?
Another organization Think about a different non-profit and a goal they may have. What are some ways they could achieve those goals? Now, translate some of those ideas over to your Task Force and Love146.
Think like a kid Imagine you’re seven years old. What ideas or solutions would a seven-year- old kid come up with? Play with those ideas, and let them turn into actual and realizable actions.
fellow abolitionists Checking out what other abolitionists are doing is a great way to collect ideas. Taking a look through the updates on the Love146 Act page. We want you coming
54 up with your own ideas, but it might help to check out what fellow abolitionists are doing. Maybe take one or two ideas and customize them for your Task Force.
Activity 1: brainstorm
Time: 30 Minutes.
It’s time to get creative. Speak up, listen well, think weird, build on other ideas, and let your discussion take it where it takes you. Keep in mind that the next step will be about focusing on one or two of these ideas, and turning them into actual, practical action-steps for your Task Force.
Here are a few goals to consider when thinking of an action plan: • Raising awareness and fundraising for Love146 • Empowering community members to recognize trafficking • Adovcating for legislative change • Ending online exploitation
Activity 2: action
Time: 30 Minutes.
Hopefully you’ve got some ideas that get you excited about doing something. Now, you need to narrow down your list and zero in on one or two ideas that go A Quick Note on Partnering: after a specific goal. Some things to consider: We have a lot of Task Forces ask What’s the specific goal of the action? us about partnering locally with other similar modern-day-slavery Does it use everyone’s gifts/roles/interests? How can you make sure everyone organizations. is included? We want to make it very clear that we are not in competition with Can you measure the results? In other words, how will you know if your action any other organizations. On the is “successful” or not? contrary, we gladly work alongside and partner with many great Pick an idea (or two) and go with them. organizations.
Make a game plan for how your group can act on your ideas. Consider a one-year If another organization is throwing a plan. Set goals you want to accomplish over the next 12 months. Be prepared to local event, see how you can help out. Get involved, and don’t try and revisit your goals on an annual basis. Maybe brainstorm a little more about your push Love146 at that event if it chosen idea. would be inappropriate.
Encourage each other and remind yourself that your Task Force can (and will!) The goal is abolition. And there are make a difference in the fight for abolition. many others in the movement with us. So join in! Remember, the Love146 Action Team is always here to help! Feel free to email us at [email protected] if you want to talk through any ideas.
55 that’s it...
You’ve finished the curriculum. You’ve learned about the history of abolition, the current fight against human trafficking and child sex slavery, Love146’s history and philosophy, the DNA of your Task Force, and now, what you’re going to do.
When you started this curriculum, you were asked if you were ready to be an abolitionist. Well, just by completing this curriculum, you’ve proven that you are on the right track.
Now, your actions will show the watching world what you believe—the importance of abolition, the need to end child sex slavery, and how everyone can make a difference.
Thanks for joining the fight. It’s good to have you with us.
“Never doubt that a small Between Now & Then group of thoughtful committed citizens can 1. keep going Finish your conversation from earlier about your continued learning. Map it out a change the world. bit more. Are you going to read a book together? Separately? indeed, it is the only How are you going to continue this learning journey? Keep in mind the philosophy thing that ever has.” behind this curriculum: learning is nothing without it leading to action. And may that action be Love!
margaret mead Remember, the www.love146.org/action is frequently updated with new action opportunities and resources—so revisit the website often and continue to take action with us.
Don’t hesitate to contact one of the admins if you have any questions or want to brainstorm together about what your next steps are as a Task Force. Email us at [email protected].
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